Curriculum Theory in Brazil: A Path in the Mists of the Twenty-First Century
This chapter analyzes educational and academic mobility in field of curriculum studies, as a step away from the category of educational transfer. The field of curriculum studies in Brazil has been characterized by an intense process of internationalization, which is considered to be a new paradigm. The general objective of this chapter is to analyze internationalization and mobility in relation to curriculum theory, considering the field as a space where “complicated conversations” occur. This chapter intends to defend the place for an idea, which is, in short, the potentiality of curriculum theory in Brazil to be regarded as a territory for counter-hegemonic discourses and actions on internationalization. We have analyzed a few researchers’ opinions on this ermerging issue, collected from interviews and some of their publications. We infer from this conversation that some of the main suggested strategies for internationalization are the integration of international and local research, events, debates, and joint publications that would gather curriculum researchers from different parts of the world, while trying to avoid any sort of search for homogeneity.
KeywordsInternationalization Curriculum theory Educational transfer Mobility
- Bauman, Z. (1999). Globalização: as consequências humanas. Rio de Janeiro: Jorge Zahar.Google Scholar
- Beech, J. (2009). Redefining educational transfer: International agencies and the (re)production of educational ideas. In J. Sprongoe & T. Winther-Jensen (Eds.), Identiy, education and citizenship: Multiple interrelations (pp. 172–188). Frankfurt and Main: Peter Lang.Google Scholar
- Burke, P. (2003). Hibridismo cultural. São Leopoldo: Editora UNISINOS, Coleção Aldus 18.Google Scholar
- Cowen, R., Kazamias, A., & Ulterhalter, E. (Orgs.). (2012). Educação Comparada. Panorama internacional e perspectivas (Vol. 1). Brasília: UNESCO/CAPES.Google Scholar
- García Canglini, N. (2007). A globalização imaginada. São Paulo: Iluminuras.Google Scholar
- Harris, S. (2011). The university in translation: Internationalizing higher education. London: Continuum.Google Scholar
- Jullien, F. (2009). O diálogo entre as culturas: do universal ao multiculturalismo. Rio de Janeiro: Zahar.Google Scholar
- Knight, J. (2014). International education hubs: Student, talent, knowledge-innovation models. New York: Springer.Google Scholar
- Macedo, E. (n.d.). The internationalization of curriculum studies. Rio de Janeiro: PROPED. http://www.curriculouerj.pro.br/imagens/artigos/THE_INTERN_6.pdf.
- Moreira, A. F. B. (1997). Currículos e Programas no Brasil. Campinas: Papirus.Google Scholar
- Moreira, A. F. B., & Macedo, E. F. (2006). Faz sentido ainda o conceito de transferência educacional? In A. F. B. Moreira (Org.), Currículo: Políticas e práticas (pp. 13–29). Campinas: Papirus.Google Scholar
- Pinar, W. F. (2003). The internationalization of curriculum studies. http://www.riic.unam.mx/01/02_Biblio/doc/Internationalizaton_Curriculum_W_PINAR_(MEXICO).pdf.
- Rizvi, F., & Lingard, B. (2010). Globalizing education policy. New York: Routledge.Google Scholar
- Sadler, M. (1979). How far can we learn anything of practical value from the study of foreign systems of education? In R. Cowen & A. Kazamias (Eds.) (2009), International handbook of comparative education (Vol. 22, pp. 341–357). London: Springer.Google Scholar
- Steiner-Khamsi, G. (2004). Globalization in education: Real or imagined? In G. Steiner-Khamsi (Ed.), The global politics of educational borrowing and lending (pp. 201–220). New York and London: Teachers College Press.Google Scholar